Construction of knowledge = Knowledge construction is a collaborative process which aims to produce new understanding or knowledge. Knowledge construction is based on each others’ ideas and thoughts. Collaboration achieves more learning than each individual could do alone. Process, not product = Even if every product isn’t a complete success, many positive learning moments occur during the process. Learning is a journey, not a destination. Teachers facilitate a project, act as a guide and show students how to learn and to discover solutions. They coach students in approaching new ideas, information, and problems. Multiple perspectives = Teachers intentionally emphasize different viewpoints, help students develop critical thinking skills and learn how to see beyond their own lives to the world outside. They help students to understand, visualize, and empathize with someone else’s struggles. Situated cognition = Teachers emphasize the relevance of the social and cultural context in which learning occurs. This approach allows students to use knowledge learned in every context of their lives. Reflective cognition = There is a focus on thinking, comparing and decision-making. This leads to new ideas and creativity. Achieving expert level performance in certain skills employs this approach. Cognitive apprenticeship = the process where a master of a skill teaches that skill to an apprentice. Using the apprenticeship model allows learning to be practical. Process-based evaluation = This type of evaluation focuses on understanding how a unit of learning works, as well as its strengths and weaknesses. Teachers evaluate the process of learning rather than just evaluating the content and results.